I was flattered when a former student asked me to design and teach a course at the UN Staff College in Italy. How could I turn down a chance to go to Italy? A trip to Italy is small compensation for all I have learned (I am receiving $$$ as well as a trip).
To receive UN authorization to travel I had to complete a job application, pass an on-line security course, and get a medical authorization to travel. The application asked for educational history from age 14 (not too hard) and a complete work history. I know where I worked in the 1960's but naming supervisors, listing responsibilities, recalling salaries, and explaining why I left! A lot of blanks and generic answers.
The security course was interesting. It was eye-opening to recognize the dangers inherent in some assignments. I now know what to do if I encounter a child soldier (don't say "so cute" and pose with him for a picture), find myself in a landmine field (don't move), or get caught in the midst of random gunfire (get down, look for cover, and cover your head). The personal advice was familiar. Still I learned something new - at a hotel stay on floors 2-7; 2 isn't accessible from the ground and fire ladders may not reach beyond 7.
The need for a medical clearance had me debating going to the "doc-in-the-box" clinic downstairs or looking for doc that we had some confidence in. I chose the latter; hard to imagine what would disqualify me to a two week trip in Italy.
Designing the class was described as an interactive, flexible process. Nothing could be truer. Before I came to Malaysia I had prepared power points for each day. More recently I wrote an agenda (a required product) describing and giving objectives for each hour. Last week I spoke to two staff members at the College who had more suggestions. They pointed out that I had to schedule longer (25 minute) breaks, but on the other hand the class didn't have to end at 5. (My biggest dread - teaching from 9 to 5 or a bit later. I have a co-teacher, but I don't think that it will provide a lot of down time). In the meantime I have received pre-course assignments from the participants. I have redesigned the exercises to align them more with their interests. I have changed some exercises in mini-cases studies where they can review and critique existing documents. A lot of googling to uncover materials that will engage the participants and meet my objectives.
On Saturday I went to a seminar on Women & Christianity (part of a series sponsored by the Women's Action Society). The ice breaker/introduction exercise may be exportable. I also closely observed how they conducted exercises and debriefing. Nothing gets wasted.
T
To receive UN authorization to travel I had to complete a job application, pass an on-line security course, and get a medical authorization to travel. The application asked for educational history from age 14 (not too hard) and a complete work history. I know where I worked in the 1960's but naming supervisors, listing responsibilities, recalling salaries, and explaining why I left! A lot of blanks and generic answers.
The security course was interesting. It was eye-opening to recognize the dangers inherent in some assignments. I now know what to do if I encounter a child soldier (don't say "so cute" and pose with him for a picture), find myself in a landmine field (don't move), or get caught in the midst of random gunfire (get down, look for cover, and cover your head). The personal advice was familiar. Still I learned something new - at a hotel stay on floors 2-7; 2 isn't accessible from the ground and fire ladders may not reach beyond 7.
The need for a medical clearance had me debating going to the "doc-in-the-box" clinic downstairs or looking for doc that we had some confidence in. I chose the latter; hard to imagine what would disqualify me to a two week trip in Italy.
Designing the class was described as an interactive, flexible process. Nothing could be truer. Before I came to Malaysia I had prepared power points for each day. More recently I wrote an agenda (a required product) describing and giving objectives for each hour. Last week I spoke to two staff members at the College who had more suggestions. They pointed out that I had to schedule longer (25 minute) breaks, but on the other hand the class didn't have to end at 5. (My biggest dread - teaching from 9 to 5 or a bit later. I have a co-teacher, but I don't think that it will provide a lot of down time). In the meantime I have received pre-course assignments from the participants. I have redesigned the exercises to align them more with their interests. I have changed some exercises in mini-cases studies where they can review and critique existing documents. A lot of googling to uncover materials that will engage the participants and meet my objectives.
On Saturday I went to a seminar on Women & Christianity (part of a series sponsored by the Women's Action Society). The ice breaker/introduction exercise may be exportable. I also closely observed how they conducted exercises and debriefing. Nothing gets wasted.
T
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